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BI 214 Personal & Community Health
Daniel, Sumonia A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

BI 214 Personal & Community Health

Semester

S1LL 2013 LR

Faculty

Daniel, Sumonia A.

Title

Adjunct Faculty

Degrees/Certificates

BS in Biology
MPH in Health Behavior/Health Education
CHES

Office Hours

By Appointment

Daytime Phone

870-532-7332

E-Mail

sumonia.daniel@park.edu

Class Days

------S

Class Time

9:00 - 2:00 PM

Credit Hours

3


Textbook:

Textbook:

Health & Wellness
Authors: Edlin, Gordon and Golanty, Erick
ISBN: 9781449687106 Edition: 11th
Publisher: Jones & Bartlett Publishers

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
BI214 Personal and Community Health (LE) : Educational in nature with emphasis on personal hygiene, community health and health education, this course covers diverse topics such as: wellness, mental health, stress, nutrition, weight management, communicable disease, noncommunicable disease, reproductive health, parenting, substance abuse, aging and ecology. Socioeconomic and sociocultural factors that impact the wellness of specific cultural groups will also be discussed. This course does not count toward a biology major. 3:0:3 @

Educational Philosophy:

I believe that I have an obligation as a teacher to enter the classroom each day with a positive attitude and open mind. I aim to treat all students fairly and with respect. Likewise, I believe that the classroom serves as an atmosphere to allow students to interact, learn, and communicate openly and honestly, but always with respect for others.

Learning Outcomes:
  Core Learning Outcomes

  • Plan for, prepare, implement and assess/refine for re-implementation, a positive lifestyle behavioral change.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs

    MoSTEP UNIFIED SCIENCE 4.3, 4.6; NAEYC 4c; ACEI 2.2; NSTA 1.B. C.1 & C.2; NSTA 2; NSTA 3

    Assessment
     
  • Describe and demonstrate the ability to analyze personal dietary information for the major nutritional categories.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    MoSTEP UNIFIED SCIENCE 4.3, 4.6; NAEYC 4c; ACEI 2.2;  NSTA 1.B. C.1 & C.2; NSTA 2; NSTA 3
    Assessment
     
  • Summarize the major classes of drugs, alcohol, tobacco and their effects and addictions.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs

    NAEYC 4c; ACEI 2.2; NSTA 1.B. C.1 & C.2; NSTA 2; NSTA 3

    Assessment
     
  • Interpret characteristics, processes, and treatments of various infectious and noninfectious diseases.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs

    NAEYC 4c; ACEI 2.2; NSTA 1.B. C.1 & C.2; NSTA 2; NSTA 3

    Assessment
     
  • Identify and explain human sexual anatomy and physiology, STDs, contraception and reproductive processes.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    MoSTEP UNIFIED SCIENCE 4.2-3, 4.6; NAEYC 4c; ACEI 2.2; NSTA 1.B. C.1 & C.2; NSTA 2; NSTA 3
    Assessment
     

    MoStep Requirements 1.2.1.1 standards for BI214



    Core Assessment:
    Comprehensive Departmental Exam

    Link to Class Rubric

    Class Assessment:

    Class assessment will be based on the following:

    1. Nutrition Project

       

    2. Wellness Project

       

    3. Disease Poster/Presentation

       

    4. Healthy People 2020 Project

       

    5. Quizzes

       

    6. Exams
     

    Methods for Evaluating Student Performance:

    1. Nutrition Project- 100 points

       

      Students will utilize the website, www.choosemyplate.gov, to track their diet for a 1 week time period. They will compare their food intake to the 2005 Dietary Guidelines Recommendations. Complete instructions will be provided to each student.

    2. Wellness Project- 100 points

       

      Students will choose a behavior they would like to change and keep a journal to document their experience with trying to change that behavior. Complete instructions will be provided to each student.

    3. Disease Poster/Presentation- 50 points

       

      Students will research a disease covered in the course, create a poster about the disease, and present findings in class.

    4. Healthy People 2020 Project- 50 points

       

      Each student will present on one of the Healthy People 2020 topics. A scoring rubric for each presentation will be provided to the student.

    5. Quizzes- 100 points

       

      There will be a total of 4 quizzes throughout the semester worth 25 points each. The quizzes will cover material presented in the course.

    6. Exams- 250 points

              There will be one midterm exam worth 100 points and one comprehensive final exam worth 150 points.

    Grading:

    Course Evaluation:

    Assessment Tool
    Points Possible
    Nutrition Project
    100
    Wellness Project
    100
    Disease Poster/Presentation
    50
    Healthy People 2020 Project
    50
    Quizzes (4 @ 25 points each)
    100
    Midterm
    100
    Final Exam
    150
    TOTAL POINTS FOR COURSE
    650
     
     

    Grading Scale:

    Points

    Letter Grade

    585

    A

    520

    B

    455

    C

    390

    D

    389 or less

    F

    Late Submission of Course Materials:

                   Grading Policy:

      • Students are expected to complete all required assignments by the completion date and time assigned by the instructor.

         

      • Unless the student has made arrangements with the instructor 24 hours prior to the due date, LATE ASSIGNMENTS WILL NOT BE ACCEPTED.

         

      • If a student is unable to attend class on the date of a scheduled quiz or exam, the instructor must be notified within 24 hours of the absence and preferably before class with a legitimate reason for the absence.

         

    Classroom Rules of Conduct:

                   Classroom Environment:

      • Students are expected to respect other students and the instructor.

         

      • It is unacceptable to sleep in class, talk while others are talking, work on other assignments, and take phone calls or text during class.

         

      • Phones should be either turned off or put on silent mode while in class.

         

      • Students continuously exhibiting inappropriate or unacceptable behaviors will be asked to leave class and will be unable to make up assignments missed.

         

    Course Topic/Dates/Assignments:

         BI 214 Personal & Community Health, Saturday 9:00 am-2:00 pm; Tentative Schedule

    March 23

    Class Introduction

    Syllabus

    Lecture (Chapters 1,2,3)

    Worksheets (Chap 1,2,3)

    March 30

    Quiz 1 (Chapters 1,2,3)- 25 points

    Lecture (Chapters 5,6,7)

    Worksheet Review (Chapters 5,6,7)

    Health People 2020 Project- 50 points

    April 6

    Quiz 2 (Chapters 5,6,7)

    Lecture (Chapters 8,9)

    Worksheet Review (Chapters 8,9)

    Nutrition Project- 100 points

    April 13

    Midterm (Chapters 1-3, 5-9) - 100 points

    Lecture (Chapters 11,12)

    April 20

    Lecture (Chapters 13,14)

    Disease Poster/Presentations- 50 points

    April 27

    Quiz 3 (Chapters 13,14)- 25 points

    Lecture (Chapters 16, 17, 18)

    May 4

    Quiz 4 (Chapters 16, 17, 18)

    Lecture

    Wellness Project- 100 points

    May 11

    Final- 150 points

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2012-2013 Undergraduate Catalog Page 95

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

    Park University 2012-2013 Undergraduate Catalog Page 98

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

    Additional Information:


       

                    Readings:


       

             

                   


                   

      • Students are responsible for reading textbook chapters and other assignments. This is necessary to aid learning.
                   

         


                   


                   
      • The student is responsible for all material presented in the textbook whether or not discussed in class.
                   

         


                   

      •        

         

       



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Evaluation/Analysis                                                                                                                                                                                                                                        
    Outcomes
    2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    Identified and discussed 6 or more items called for in the nutrition-based questions Identified and discussed 4-5 items called for in the nutrition-based questions. Identified and discussed 1-3 items called for in the nutrition-based questions.  
    Application/Synthesis                                                                                                                                                                                                                                      
    Outcomes
    1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    Defined “lifestyle disease” and gave 6 or more examples.     Discuss how lifestyle, family history, occupation and geography influence your nutritional choices.



     
    Defined “lifestyle disease” and discussed 5 examples.    Discuss three facets: lifestyle, family history, occupation and geography;  influence your nutritional choices. Defined “lifestyle disease” but gave less than 5 examples.    Discuss two or less facets: lifestyle, family history, occupation and geography;  influence your nutritional choices.



     
     
    Content & Technical Skill in Communicating                                                                                                                                                                                                                 
    Outcomes
    1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    Listed the 6 dimensions of wellness then elaborated on each with 2 or more examples; consistently used health-specific terminology in answering discussion questions.   Accurately answered 80% of the objective test items Listed the 6 dimensions of wellness then gave basic explanation for each and used health-specific terminology in answering discussion questions.   Accurately answered 60-79% of the objective test items Listed 1-5 dimensions of wellness but did not explain each or did so in a cursory manner and did not use health-specific terminology in answering discussion questions.   Accurately answered less than 59% of the objective test items  
    Civic Literacy                                                                                                                                                                                                                                             
    Outcomes
    3, University Mission & Vision                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
    Demonstrated mastery of 7 or more negative aspects of substance abuse including examples towards oneself and one's community. Demonstrated mastery of 4-6 negative aspects of substance abuse including examples towards oneself and one's community. Demonstrated mastery of 3-5 negative aspects of substance abuse including examples towards oneself and one's community.  
    Values Literacy                                                                                                                                                                                                                                            
    Outcomes
    1, 2, 3 University Mission & Vision                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
    Demonstrated mastery of and implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. Demonstrated mastery of but no implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. Demonstrated a cursory understanding but no implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior.  

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    Last Updated:3/11/2013 4:05:53 PM